Revisão sistemática das práticas pedagógicas para o ensino de mudanças climáticas na educação básica

Abstract

Climate system changes, mostly resulting from anthropogenic activities, have intensely impacted living conditions on the planet, making it essential to develop educational actions that promote awareness and social sensitization, especially among children and young people. However, studies that systematize pedagogical practices aimed at teaching climate change in basic education are still scarce. This study aimed to analyze, through a systematic review, how this topic has been addressed in the school context and to understand how Environmental Education has been configured as a tool for awareness and sensitization. The research was carried out on the Google Scholar platform, searching for academic works in Portuguese published between 2005 and 2025, with a specific focus on teaching climate change in basic education. Twelve studies were selected that met the inclusion criteria and were analyzed based on publication year, geographic region, level of schooling, type of academic production, teaching strategies used, main results, and limitations reported. The analyzed studies are concentrated in the last ten years, with a predominance of publications from 2015 onwards. A regional disparity in scientific production was observed, with the Northeast (n=5) and South (n=4) regions standing out as those with the highest number of published works. Primary Education represented the most frequently addressed schooling level, with 10 studies. Among the teaching strategies identified, pedagogical workshops, educational games, school projects, and the use of digital technologies such as augmented reality stood out. Overall, the main results highlighted the potential of these methodologies to promote student engagement and meaningful learning about climate change and sustainability. The main difficulties reported by the authors include the lack of specific teaching materials, limited infrastructure, and the superficial or occasional treatment of the topic in school curricula. It is concluded that, despite the progress observed, there is a need to expand the production of pedagogical resources that strengthen critical and integrated Environmental Education in basic education, aiming to train more aware citizens prepared to face contemporary environmental challenges